Short report on a syllable-based intervention to improve phonemic awareness and reading in children with DLD.

With fragile phonological representations, children with developmental language disorder (DLD) risk failure when learning to read. The study reported that teaching letters-to-syllable relationships can improve phonemic awareness skills or reading performances of three French-speaking children with DLD, using a single case methodology with an AB design. These findings are promising for children at risk of reading disability and extend current knowledge concerning syllable-based teaching for developing literacy.

Neural empathic response to disability: An ERP study of prejudice.

While social neuroscience has already provided evidence for a deficit of affective empathy in racial prejudice, little is known about other less visible social categories when considered as an outgroup. We studied the process of empathy through event-related brain potentials (ERPs). We focused on the group "people with disabilities" as they are the target of a large amount of prejudice. Twenty-six participants performed a pain decision task. The mean amplitudes of N1, P2, N2-N3 and P3 components were recorded. Our results are consistent with previous work on prejudice, showing that the pain detection is modulated by group membership (with disabilities vs. without disabilities) on N2-N3, suggesting a better neural decoding of pain vs. non-pain in the without-disability condition. Critically, no effect of early sensory components (N1, P2) was found, and P3 was not moderated by disability. These findings indicate a different time course of empathic responses depending on the condition, suggesting that people with disabilities trigger specific empathic responses. Our results contribute to disentangling perceptual processes from affective empathy reactions.

How visual attention span and phonological skills contribute to N170 print tuning: An EEG study in French dyslexic students.

Developmental dyslexia is a disorder characterized by a sustainable learning deficit in reading. Based on ERP-driven approaches focusing on the visual word form area, electrophysiological studies have pointed a lack of visual expertise for written word recognition in dyslexic readers by contrasting the left-lateralized N170 amplitudes elicited by alphabetic versus non-alphabetic stimuli. Here, we investigated in 22 dyslexic participants and 22 age-matched control subjects how two behavioural abilities potentially affected in dyslexic readers (phonological and visual attention skills) contributed to the N170 expertise during a word detection task. Consistent with literature, dyslexic participants exhibited poorer performance in these both abilities as compared to healthy subjects. At the brain level, we observed (1) an unexpected preservation of the N170 expertise in the dyslexic group suggesting a possible compensatory mechanism and (2) a modulation of this expertise only by phonological skills, providing evidence for the phonological mapping deficit hypothesis.

Removing the academic framing in student evaluations improves achievement in children with dyslexia: The mediating role of self-judgement of competence.

Self-judgement is known to play a crucial role in academic achievement, and as such, may be expected to have an impact on students with dyslexia. Their self-judgements may reflect the negative stereotype of low competence that targets people with disabilities. Their repeated academic failures may lead to a negative association between "school" and "failure". The aim of the present study was to investigate how such factors contribute to academic failure in students with dyslexia. Participants were 183 French middle school students. We assessed students' self-judgement and manipulated the framing of performance tasks so that students completed literacy tasks in both academic and non-academic forms. We expected a detrimental impact of dyslexia on performance in academic but not in non-academic tasks. We also expected self-judgement to account for this difference. Students with dyslexia perceive themselves as less competent than students without dyslexia. Significantly, structural equation modeling revealed that students with dyslexia performed poorly in academic tasks, compared to students without dyslexia. This difference no longer appeared in non-academic tasks. Self-judgement of competence is a predictor of the performance of students with and without dyslexia at school and their impact is related to how the academic features of the tasks are emphasized.

Vocal features obtained through automated methods in verbal fluency tasks can aid the identification of mixed episodes in bipolar disorder.

There is a lack of consensus on the diagnostic thresholds that could improve the detection accuracy of bipolar mixed episodes in clinical settings. Some studies have shown that voice features could be reliable biomarkers of manic and depressive episodes compared to euthymic states, but none thus far have investigated whether they could aid the distinction between mixed and non-mixed acute bipolar episodes. Here we investigated whether vocal features acquired via verbal fluency tasks could accurately classify mixed states in bipolar disorder using machine learning methods. Fifty-six patients with bipolar disorder were recruited during an acute episode (19 hypomanic, 8 mixed hypomanic, 17 with mixed depression, 12 with depression). Nine different trials belonging to four conditions of verbal fluency tasks-letter, semantic, free word generation, and associational fluency-were administered. Spectral and prosodic features in three conditions were selected for the classification algorithm. Using the leave-one-subject-out (LOSO) strategy to train the classifier, we calculated the accuracy rate, the F1 score, and the Matthews correlation coefficient (MCC). For depression versus mixed depression, the accuracy and F1 scores were high, i.e., respectively 0.83 and 0.86, and the MCC was of 0.64. For hypomania versus mixed hypomania, accuracy and F1 scores were also high, i.e., 0.86 and 0.75, respectively, and the MCC was of 0.57. Given the high rates of correctly classified subjects, vocal features quickly acquired via verbal fluency tasks seem to be reliable biomarkers that could be easily implemented in clinical settings to improve diagnostic accuracy.

Neuropsychological functioning and academic abilities in patients with juvenile idiopathic arthritis.

BACKGROUND: The involvement of the central nervous system is not rare in rheumatoid diseases. Even though children with juvenile idiopathic arthritis (JIA) may face academic difficulties until adulthood, very few studies have evaluated potential cognitive disorders in these patients. The present research aims to thoroughly investigate the cognitive and neuropsychological functioning of these patients. METHODS: We measured the cognitive profile of JIA patients via their neuropsychological profile, implicit memory and social cognition skills, and estimated their academic performance using reading and mathematics tests. We recruited 21 children with JIA aged 6 to 17 years-old (M = 11.01, SD = 3.30) and 21 healthy children matched in age, gender, academic level (same school class) and socioeconomic status. RESULTS: Our results showed that the cognitive profile and estimated academic ability of JIA patients are similar to those of their peers. These results support the hypothesis that children with JIA have the same cognitive predispositions to succeed at school as any other pupil. CONCLUSION: Comparing our results with the existing literature, we propose complementary hypotheses for further research. Longitudinal studies seem to be necessary to understand the psychosocial and cognitive processes involved in the development of children with JIA.

Syllable-first rather than letter-first to improve phonemic awareness.

The present study investigates the nature of the spelling-to-sound correspondences taught to enhance phonemic awareness in prereaders. The main assumption in the literature is that learning the alphabetic code through letter-to-phoneme correspondences is the best way to improve phonemic awareness. The alternative syllabic bridge hypothesis, based on the saliency and early availability of syllables, assumes that learning to associate letters to phonological syllables enables phoneme units to be the mirror of the letters and to become accessible, thereby developing phonemic awareness of prereaders. A total of 222 French-speaking prereaders took part in a 4-session learning program based on correspondences either between letters and syllables (letters-to-syllable group) or between letters and phonemes (letter-to-phoneme group), and the fifth last session on coding and decoding. Our results showed a greater increase in phonemic awareness in the letters-to-syllable group than in the letter-to-phoneme group. The present study suggests that teaching prereaders letters-to-syllable correspondences is a key to successful reading.

Thought and language disturbance in bipolar disorder quantified via process-oriented verbal fluency measures.

Bipolar disorder (BD) is characterized by speech abnormalities, reflected by symptoms such as pressure of speech in mania and poverty of speech in depression. Here we aimed at investigating speech abnormalities in different episodes of BD, including mixed episodes, via process-oriented measures of verbal fluency performance - i.e., word and error count, semantic and phonological clustering measures, and number of switches-, and their relation to neurocognitive mechanisms and clinical symptoms. 93 patients with BD - i.e., 25 manic, 12 mixed manic, 19 mixed depression, 17 depressed, and 20 euthymic-and 31 healthy controls were administered three verbal fluency tasks - free, letter, semantic-and a clinical and neuropsychological assessment. Compared to depression and euthymia, switching and clustering abnormalities were found in manic and mixed states, mimicking symptoms like flight of ideas. Moreover, the neuropsychological results, as well as the fact that error count did not increase whereas phonological associations did, showed that impaired inhibition abilities and distractibility could not account for the results in patients with manic symptoms. Rather, semantic overactivation in patients with manic symptoms, including mixed depression, may compensate for trait-like deficient semantic retrieval/access found in euthymia. "For those who are manic, or those who have a history of mania, words move about in all directions possible, in a three-dimensional 'soup', making retrieval more fluid, less predictable." Kay Redfield Jamison (2017, p. 279).

Visual expertise for print in schizophrenia: Analysis of the N170 component.

Reading deficits have been reported for patients suffering from schizophrenia namely, specific phonological processing deficits. Phonological processing skills are crucial in the learning-to-read process as they are necessary to develop visual expertise for print, which reflects the neural specialization for print. The present study is the first to test visual expertise for print in patients suffering from schizophrenia by measuring the N170 component. Patients and pair-matched healthy control participants performed a lexical decision task, in which words and symbols were presented. As expected, larger N170 amplitudes to word than to control stimuli were observed at the left occipito-temporal site PO7 but not at the PO8. More importantly, the modulation of the N170 as a function of the stimulus and hemisphere did not vary between patients and controls. This result suggests preserved visual expertise for print processing in patients suffering from schizophrenia.

Evidence of impaired proactive control under positive affect.

If it can be assumed that positive affect modulates cognitive control, the underlying mechanisms remain unclear. The main aim of this study was to investigate how positive affect influences proactive and reactive modes of control and to explore the temporal dynamic of this influence, in terms of its transient and/or sustained effects. We used the AX-continuous performance task, combined with event-related potentials (ERP) recording. The results showed that positive affect impaired proactive control. More specifically, response preparation was weaker, as highlighted by a decreased contingent negative variation (CNV), prior to the target. As a consequence, conflict detection, as reflected by the N2 component, was decreased under positive affect. The P3a, associated with conflict resolution, remained unaffected by positive emotion, suggesting a lack of reactive control modulation. These effects were diffuse and did not appear on a transient timescale, highlighting the importance of positive emotion's time course for how it influences cognitive control processes.

Sustaining attention to simple visual tasks: a central deficit in schizophrenia? A systematic review.

Impairments in sustained attention, that is, the ability to achieve and maintain the focus of cognitive activity on a given stimulation source or task, have been described as central to schizophrenia. Today, sustained attention deficit is still considered as a hallmark of schizophrenia. Nevertheless, current findings on this topic are not consistent. To clarify these findings, we attempt to put these results into perspective according to the type of assessment (i.e., overall and over time assessment), the participants' characteristics (i.e., clinical and demographic characteristics), and the paradigms (i.e., traditionally formatted tasks, go/no-go tasks, and the sustained attention task) and measures used. Two types of assessment lead to opposite findings; they do not evaluate sustained attention the same way. Studies using overall assessments of sustained attention ability tend to reveal a deficit, whereas studies using over time assessments do not. Therefore, further research is needed to investigate the underlying cognitive control mechanisms of changes in sustained attention in schizophrenia.

Sustained attention ability in schizophrenia: Investigation of conflict monitoring mechanisms.

OBJECTIVE: The main goal of the current study was to assess, with a time-on-task approach, sustained attention ability in schizophrenia, and to investigate conflict monitoring underlying this ability. METHODS: Behavioral and event-related potentials data (N2 and P3a amplitudes) were recorded in a long-lasting sustained attention Go/NoGo task (sustained attention to response task, SART), over a period of 30min, in 29 patients with schizophrenia and 29 pair-matched healthy subjects. RESULTS: Our results revealed spared sustained attention ability in patients throughout the task. Impairment of conflict detection (N2) in patients was particularly significant at the end of the task. Furthermore, both schizophrenia and healthy subjects exhibited a decline in conflict detection from the beginning to the middle of the task. Whereas controls' conflict detection recovered in the last part of the task, patients' did not, suggesting a deficit in recovery processes reflecting a lack of additional resources sustained attention Go/NoGo task. Conflict resolution (P3a) was preserved throughout the task in both groups. CONCLUSIONS: Conflict monitoring processes are increasingly impaired in schizophrenia during a long-lasting sustained attention Go/NoGo task. SIGNIFICANCE: This impairment at the end of the task may rely on deficit in recovery processes, rather than a deficit in conflict detection per se in schizophrenia.

The effects of age on visual expertise for print.

Progressive visual processing decline is a known factor in aging. The present study investigates the evolution of visual expertise for printed stimuli with aging. Fifty-five participants of increasing age (20-30, 40-50, 60-70, 75-85years old) were recruited. Behavioral and EEG data were collected during a lexical decision task, in which words and symbol strings were presented. Analyses of EEG data focused mainly on three major points: visual expertise for print, automatization of the expertise and differences in attentional demand between the processing of words and symbols. Results indicated a preservation of visual expertise with age, with larger N170 amplitude for words than for symbols. Moreover, a decrease in stimulus processing speed was observed as a function of age. No difference in attentional demand as a function of stimulus was observed.

Performance monitoring mechanisms activated before and after a response: A comparison of aware and unaware errors.

The main goal of the current study was to investigate whether correct withholds, aware errors and unaware errors could be distinguished in terms of performance monitoring mechanisms activated before and after the response. To this end, an error awareness task (explicit acknowledgment of a performance error, expressed by pressing a specific button) was combined with the event-related potential (ERP) technique. Results regarding the performance monitoring mechanisms triggered before a response revealed faster responses before an aware error than before an unaware error. Likewise, analysis of the error-preceding positivity (EPP) revealed specific modulation in frontal scalp regions according to error type. This result shows that transient disengagement and/or inefficiency of the performance monitoring system relates specifically to one type of error.

Age-related differences in the use of automatic and controlled processes in a situation of sustained attention.

Previous studies examining sustained attention ability in older adults have yielded inconsistent results: age-related decline in studies using traditionally formatted tasks (TFT), in which subjects have to respond to rare targets, and preservation in studies using Go/No-Go tasks, in which subjects have to withhold response to rare targets. The purpose of this study was to examine whether these discrepancies could be explained by a differential use of automatic and controlled processes according to age. To that end, we used two versions of the same task differing in response mode (TFT, Go/No-Go), and the event-related potential (ERP) technique. The within-task comparison first revealed that older adults exhibited a vigilance decrement in the TFT SART, while their performance actually improved in the Go/No-Go SART. Secondly, in both tasks, ERP results notably evidenced increased P2s and non-target P3s in older adults, components related to the allocation of attentional resources. Altogether, our results suggest that in both tasks older adults adopted a controlled processing mode, which resulted in opposite effects on performance according to the nature of the task.

The effects of aging on sustained attention ability: an ERP study.

The aim of this study was to investigate the effects of aging on inhibitory processes and attentional resources in a long-lasting Go/No-Go sustained attention task using the event-related potential (ERP) technique. In line with recent studies, our results showed that older adults were able to maintain sustained attention performance throughout the duration of the task, whereas younger subjects exhibited a vigilance decrement. Regarding ERP results, older adults had larger P2 and Go-P3 amplitudes, components related to resource allocation, suggesting that the older subjects invested more resources in task performance. In addition, the No-Go P3 component, related to inhibitory processes, was more frontally distributed in older than in younger participants. This age-related frontal scalp overrecruitment may have played a compensatory role, enabling older subjects to perform better than younger subjects throughout the duration of the task.

Age-related differences in the recruitment of proactive and reactive control in a situation of sustained attention.

We examined ERP indices of proactive and reactive cognitive control processes in younger and older adults performing a sustained attention Go/No-Go task. Behavioral results showed that older adults were able to maintain a stable level of performance over time, while younger adults exhibited a vigilance decrement. The main ERP findings showed that in older adults, the amplitude of the pre-stimulus slow wave, a marker of proactive control, remained stable with time on task, and that the amplitude of the sustained potential, a marker of reactive control, increased with time on task. On the other hand, in younger adults, the amplitudes of both components decreased over time. Overall, older participants also exhibited larger amplitudes of the error negativity than their younger counterparts. These results suggest that age-related differences in the recruitment of proactive and reactive control over the course of the task can explain age differences in sustained attention performance.

Investigating sustained attention ability in the elderly by using two different approaches: inhibiting ongoing behavior versus responding on rare occasions.

Previous studies on sustained attention ability in the elderly produced inconsistent results. The aim of this study was to evaluate sustained attention performance in younger and older individuals by using, in a within-subjects design, two versions of the same task (the sustained attention to response task, SART) in which only in the response mode differed: in a traditionally formatted task (TFT), subjects had to respond to rare targets, and in a Go/No-Go task they had to withhold response to rare targets. Results showed that in the TFT SART only the older group exhibited a vigilance decrement. On the contrary, only young individuals showed a vigilance decrement in the Go/No-Go SART. These results showed that older individuals, who also reported less mind wandering and a higher level of motivation, exhibited preserved sustained attention ability in the Go/No-Go SART, which could be explained by increased engagement of cognitive control mechanisms in this population. The discrepancy in performance depending on the approach used also underlines the need for further studies on the nature of attention failures and their underlying mechanisms.

The syllabic bridge: the first step in learning spelling-to-sound correspondences*.

It is widely agreed that learning to read starts with the establishment of letter-to-phoneme correspondences. However, it is also widely agreed that prereaders do not have access to phoneme units. Here we show that the building of associations between letters and syllables, which we call the 'syllabic bridge', might be a faster and more direct way of learning spelling-to-sound correspondences in French. After a few minutes of exposure, prereaders are able to learn the statistical properties of letter co-occurrences. Statistical learning is boosted by explicit instructions about the associations between letter clusters and syllables. Building the syllabic bridge from available phonological syllables and frequent letter clusters may therefore be the first step in learning to read.

Conflict control processing in adults with developmental dyslexia: an event related potentials study.

OBJECTIVE: The present study investigated the time course for processing conflict in dyslexic adults using a flanker task. METHODS: Sixteen dyslexic and 15 control adults performed a flanker task comprising congruent and incongruent trials in which participants had to indicate the direction of targets surrounded by flankers. Early negative potentials associated with orienting of attention (i.e., N1) and conflict monitoring (i.e., N2) and two positive potentials associated with conflict resolution (i.e., P3b and Nogo P3) were recorded. RESULTS: The behavioral data showed differences between incongruent and congruent trials for reaction times in both groups but for error rate only in dyslexics. As in previous studies, controls displayed greater N1, N2 and NoGo P3 as well as a smaller P3b in incongruent trials. Dyslexics lacked N1, N2 and P3b modulation whereas NoGo P3 effect was preserved. CONCLUSION: Dyslexics showed impairments in conflict monitoring and in some aspects of conflict resolution (i.e., the allocation of attentional resources) whereas other aspects of conflict resolution (i.e., the inhibition) were preserved. SIGNIFICANCE: This is the first study to investigate conflict control processing in dyslexic adults using ERPs. Results provide evidence for deficits in orienting of attention, conflict monitoring and allocation of attentional resources in dyslexics.